Module 3: Managing For Diversity - CARE
CARE Gender, Equity, and Diversity Training Materials Module 3: Managing For Diversity Copyright 2014 Cooperative for Assistance and Relief Everywhere, Inc. (CARE). All rights reserved. CARE grants permission to not‐for‐profit organizations engaged in humanitarian and development activities to reproduce this work, in whole or in part, for noncommercial purposes in connection with such activities. This work is not to be sold, rented, leased, or used for advertising or other promotional purposes without CARE’s express written consent. As a condition to CARE granting permission to reproduce this work, the following notice shall appear conspicuously with any and all reproductions: “CARE’s Gender Equity and Diversity Training Materials. Copyright 2014 Cooperative for Assistance and Relief Everywhere, Inc. (CARE). Used by Permission.”
MODULE THREE MODULE THREE MODULE THREE Table of Contents Managing f or Diversity CHECKLIST OF PREPARATION MATERIALS .124 This module builds upon the two previous staff diversity workshops, 101 and 201 by exploring specifically how a manager can apply the diversity competencies in managing their employees, and how to utilize diverse resources within a team to enhance team effectiveness. SAMPLE AGENDA FOR ONE AND A HALF DAY SESSION .125 DAY I ACITIVITY 1: WELCOME AND INTRODUCTIONS .126 ACTIVITY 2: MANAGING FOR DIVERSITY.127 ACTIVITY 3: TREASURE HUNTING.129 ACTIVITY 4: FOCUS ON COMPETENCY ONE: SENSITIVITY TO DIFFERENT CULTURAL The goals of this module are: WORLDVIEWS .131 To engage in continuous learning about skills in managing diversity; l To practice eliciting and integrating a wide range of perspectives and approaches in teams; l To manage the dynamics of power relations in a diverse work setting; l To transfer the training back into the work situation. l ACTIVITY 5: FOCUS ON COMPETENCY TWO: BUILDING AWARENESS OF POWER DYNAMICS.134 ACTIVITY 6:FOCUS ON COMPETENCY THREE: PROMOTING LEARNING AND EFFECTIVENESS .136 DAY II ACTIVITY 7: COMPETENCIES FOUR AND FIVE:INCORPORATING DIVERSE IDEAS AND THOGHTS IN DECISION-MAKING .138 ACTIVITY 8: SELF ASSESSMENT .142 ACTIVITY 9: WRAP UP.143 SCENARIO SHEET A .145 Note: Module Three has an Appendix of Handouts and an accompanying Participant Workbook SCENARIO SHEET B .146 SCENARIO SHEET C .148 SCENARIO SHEET D.149 SCENARIO SHEET E.150 SCENARIO SHEET F.151 SCENARIO SHEET G .152 122 123
MODULE THREE Check list of Preparation Materials Sample Agenda Used for a One and a half Day Session 1.Photocopy the Participant Manual for Module III to distribute during the training. 2.If participants did not read the Thomas and Ely article distributed in Module II, you may want to e-mail them a copy as pre-reading. 3.Prepare the following on flipcharts: þ þ þ þ þ þ þ þ þ MODULE THREE Day I Full Day I II III IV V VI VII VIII IX X CARE's Management Philosophy Three Paradigms for Managing Diversity Ground Rules Dominant-subordinate group matrix Low-Context vs High Context cultures Diversity Prism lens Workstyles matrix Task-Maintenance matrix Four Decision-making styles Introductions Managing for Diversity Diversity Treasure Hunt Break Competency I Exploring Cultural Differences Lunch Competency II Power Dynamics Break Competency III Learning and Effectiveness Closing and reflections from the Day 11 - 12:30pm 1:15 - 2:30 2:45 - 3:45 3:45 - 4:30 Day II-- ½ day 4.Prepare copies of the following hand-outs given to participants during the training: I. Introduction and reflection from the day before 9 - 9:15am II. Incorporating diverse ideas in decision-making 9:15 -11:00 i. Review of all lenses ii. Explain decision-making styles iii. Case study on CARE's Presence in the Community role play for manager Ø Case studies1 o Performance Scenario o Career Development Scenario o CARE's Presence in the Community Ø Evaluation forms III. Break IV. Self Assessment Tool and Personal Commitment V. Closing Circle and Reflection 1 9 - 9:20am 9:20 -10:00 10 - 10:45 11:15 -11:45 11:45 -12:15 Note: These case studies were designed on work scenarios in the U.S. We strongly advise the development of case studies that are more appropriate to a Country Office context. Use these cases as illustrative examples only. 124 125
MODULE THREE Day I Activity 1: Welcome and Introductions MODULE THREE Activity 2: Managing for Diversity Purpose Purpose To begin the event; to form the group circle; to break the ice; to learn names. Instructions 1. 2. A facilitator opens by welcoming people, underscoring the importance of GED to the organization and the value of this training program in enhancing awareness about how these issues are relevant to CARE's effectiveness. To deepen understanding of the importance of diversity to CARE's management practice and core values, and to explore the learning and effectiveness paradigm. Instructions 1. TIME 30 Min The welcome is critical in setting a safe atmosphere for dialogue in the workshop. Some ideas to elicit a sense of who is in the learning community include: l Ask each individual to share their name and share something about themselves that no one in the room may know about; l Ask each individual to describe something they are proud of. State that this course is the fourth module in a four-part diversity curriculum. Explain that the first course builds awareness about the many dimensions of diversity, the second goes deeper into three diversity areas - gender, race and culture - and the third focuses on how we can effectively integrate diversity in everything that we do to enhance our effectiveness. TIME 30 Min 2. Review the objectives of the training. 3. Underscore that Managing for Diversity is integrated into CARE's Management Practice. Review the fundamentals of people management at CARE which underscore the important role a manager plays to build a supportive work environment. Refer participants to Info Sheet A - Management Practices in the Participant Workbook and review briefly with participants. Highlight that these practices have been endorsed by CARE's Executive Team. 4. Review CARE's core values of: Respect, Integrity, Commitment and Excellence. Ask participants how these core values relate to diversity, and how promoting diversity is in line with putting into practice CARE's core values. 5. Furthermore, highlight that we not only have the moral imperative to promote diversity, but we also need to explore how diversity can help us be more effective and strengthen our ability to find solutions to fight poverty. 6. Refer participants to The Three Paradigms for Managing Diversity Info Sheet B in the Participant's Workbook. Review the elements of the three paradigms. Refer to Module I for a more detailed explanation. 7. This module explores the third paradigm by using CARE's Diversity Competencies. Refer participants to Managing for Diversity Competencies Info Sheet C in the Participant Workbook. Explain that the activities 3. Prepare a flipchart of the ground rules and briefly go through them. See Module I & II for examples. Facilitator's Tips l l It is important for CARE staff to introduce the facilitators. It is important to note whether there are supervisors, and if so note direct reports in the room. Emphasize honesty and openness in light of this potential tension. 126 127
MODULE THREE throughout the next day and a half will explore each competency. Do not go into much detail at this point. MODULE THREE Activity 3: Treasure Hunting MANAGING FOR DIVERSITY COMPETENCIES Purpose To enable participants to recognize and identify the rich resources and solutions available in a team Instructions Refer participants the Diversity Treasure Hunt activity Info Sheet D in the Participant Workbook. 1. 2. Allot thirty minutes to participants and instruct them to go around the room and find answers to the questions from anyone they feel has the answer. 3. After 20-30 minutes, ask participants to return to the circle 4. Debrief the activity by asking the following sample questions: SM C reserved 2004, CARE USA. All rights right reserved Figure 1 Facilitator's Tips l Facilitator: “The purpose of the exercise is to identify the resources in the system. You never know where ideas can come from!” Sample Debriefing Questions l l TIME 30 - 45 Min l l This section is really important in setting the context for the course, and for drawing linkages between this module and the broader CARE effort to strengthen its management practices. Encourage participants throughout the day to explore the learning and effectiveness paradigm and how diversity can be integrated into our daily work and be a resource to enhance effectiveness. l l l l Who feels that he/she got a unique or surprising answer? Which question made you feel uncomfortable asking? Why? What did you notice about the process you used to find answers? Were there answers to questions 9 and 12? How many of you were asked the same question constantly? Why do you think that was so? Who was asked a question he/she normally don't get asked? What did that feel like? Go through all the questions and ask participants to raise their hands if they got an answer. Completion Ask the group to reflect on what they learned from this exercise. Facilitator's Tips l 128 This exercise is a great way to begin the session as it encourages participants to go around the room, introduce themselves to each other, and immediately engages them around important diversity questions. 129
MODULE THREE l l l l l In every session, a combination of all the responses illustrates that although there was a limited time frame, all questions get answered. Solutions to any challenge exist in the room. Some participants note that they got asked the same questions and this stimulates a conversation around why this is so. For example, participants go to the only African in the room to find out what it was like growing poor. This stimulates a dialogue as to what assumptions we carry about how we define poverty and who experiences it. Others note that it felt good to be asked a question they don't normally get asked but have a good idea on how to handle the situation. This stimulates a conversation about what we miss when we go to the same people for answers and overlook others. This exercise also highlights how the diversity in the room contributed to a variety of solutions and ideas for change. It also highlights the different approaches people use to get responses to their questions. “I was surprised that we answered all the questions as a group. It made me realize that we have all the resources in CARE to find solutions to all our challenges- we just need to find the wisdom.” “It was refreshing to get asked a question about programming that I never get asked because I am in program support. At work we tend to only go to the same people for answers.” MODULE THREE Activity 4: Building Sensitivity to Different Cultural Worldviews Purpose To build skills in managing cultural differences. Instructions 1. Refer Participants to Competency One Info Sheet C in the Participant Workbook.: “Exhibiting sensitivity to and respect for the perspectives and interests of those from different cultural backgrounds, belief systems and world views.” TIME 1 - 1.5 Hrs 2. Provide a review of the Cultural Differences lens as a short lesson on the differences between low-context and high-context cultures. Refer participants to a flipchart/PowerPoint and/or to Info Sheet E in the workbook. Please refer to Module II for additional detail on how to explain this. 3. Offer anecdotal stories on cultural differences as you explain the differences between low context and high context. Explain that CARE's systems and processes are based on lowcontext, yet we work in high-context cultures. Ask participants how CARE navigates back and forth between low-context and high-context situations. Is CARE successful doing so? 4. Offer the following tips for the next activity: t Be in a treasure hunt mode. Go out of your comfort zone. Be curious. t Actively listen. Draw out what is beneath the surface of what people say. t Ask to be educated. t Be aware of your own cultural screens. t Be aware of stereotyping. 5. Give instructions for participants to create groups of three/four and assign one participant the role of a manager, one participant the role of a direct report and one/two participants the role of observer. 6. Mix the groups up as much as possible to ensure diversity. 7. If possible, ask participants to take on a role that is outside their normal role. For example, a manager in the group plays the role of a direct report. This allows participants to practice empathy by stepping into the role and experience of another. Participant's reflection Participant's reflection 130 131
MODULE THREE 8. 9. Introduce the Performance Evaluation case study. See the appendix in the facilitators manual. Give all the managers the role play for Steve sheet A; give all direct reports the role play for Amina sheet B; and all the observers sheet C. After ten minutes, stop the role play and ask the observers to share what they have observed and if they have any ideas or suggestions they would have for the manager and direct report. 11. Start the role play again for another five minutes to provide an opportunity for the manager and direct report to try some of the recommendations given. Observers should be given an opportunity to provide final feedback. 12. 13. l Give five minutes for participants to review their roles and instruct them when they can begin to role play. Give instructions to the observers to pay attention to the dynamic of low-context and high - context cultures. 10. MODULE THREE l l importance of creating a work environment where there is value and balance between both cultures. It highlights the importance of paying attention to what drives one's assumption of how work should get done, or how one defines what constitutes good performance, and how important it is to understand all the factors that impact an employee's performance. Most participants express their discomfort with playing a role they don't normally play, and how much their own personalities influence how they behave. Practicing empathy is difficult yet it also presents an opportunity to learn from another experience. The case study leads to a good discussion about how to handle these types of challenges when they do emerge. It is important to draw out the strategies participants are sharing. Three consistent lessons have been shared in past sessions: a) People want to know that you care; b) Ask how you can help; c) Partner in finding the solution. Debriefing questions: t What was it like to be Steve? t What was it like to be Amina? t What difference, if any, would it make if the character of Amina was of an Asian man? t What did the Observer see? t What were some of the solutions that emerged to handle this situation or other simila situations? t What did you learn? “It is so easy to be defensive and to draw conclusions as to why people are not performing well. Active listening is so important.” Participant's reflection If there is time, participants can switch roles, and the activity can be repeated. “Playing a role that I never encounter was really difficult yet eye-opening because it forced me to practice empathy by putting myself into someone-else's experience.” Participant's reflection Facilitator's Tips l l l The low-context and high-context model offers one simple explanation to a very complex topic. Participants should keep in mind that individuals may be a mixture of both, may find themselves on both ends of the continuum based on context, or may have changed over time. One should not stereotype individuals using this model, rather it should be used as a model to analyze the complexity of our world today. Please highlight that while a case study is used to understand how this dynamic can apply to the workplace, once again it is not intended to stereotype. For example, not all Asian women behave like Amina. More importantly, this model is intended to build awareness, respect and sensitivity to the different ways of being. It highlights the 132 133
MODULE THREE MODULE THREE Activity 5: Building Awareness of Power Dynamics 8. Purpose Debriefing Questions To build skill in managing dominant-subordinate group membership dynamics. l l l Instructions 1. Refer Participants to Competency Two [Info Sheet C]: “Demonstrates awareness of power relations and status, and promotes fairness and equal opportunity in decision making and in implementing policies and 9. TIME 1 - 1.5 Hrs procedures”. 2. What was it like playing a role you could identify with? Was it easier? What difference if any would it make if Frank was a woman, and Judy a man? What were some of the strategies that came up about dealing with this challenge? Repeat exercise for a second round, switching roles, if time permits. End the exercise by asking for reflections on what participants have learned. Facilitator's Tips This next module explores this competency by focusing on dominant-subordinate group membership dynamics. Refer participants to either a flipchart/PowerPoint and Info Sheet F & G in the workbook. 3. Provide a review of the dominant-subordinate group dynamics concept, and historical resonance. Once again use examples and stories to illustrate how the lenses apply to daily life and work. See details from Module I and II for more information on how to explain this model. 4. Offer the following tips before passing out the case: l Be aware of what you bring to the situation: Ø your own dominant/subordinate position; Ø your own personal experiences; Ø your assumptions and views; l Be aware of what others bring to the situation. 5. Divide participants again into different groups of three/four and assign participants the role of manager, direct report and observer (you can have two observers). In this case try and select participants who can most identify with the role play characters and assign them their corresponding roles. 6. Hand-out the career development case. All managers receive scenario E: Judy; all direct reports scenario D: Frank; all observers scenario F. See the appendix in this facilitator’s guide for the scenarios. 7. Ask managers again to role-play but this time to incorporate the feedback they received. When time is up, allow observers to give final feedback. Give 10 minutes for role play. Allocate 5 minutes for observers to give their feedback on what they observed and their recommendations. 134 l l l Participants who play a role they can identify with often begin to speak from their own real life experience, and what it feels to be in these situations. This can be emotional at times. It is important to highlight that feelings are important facts, and it is vital in any interaction that we acknowledge the feelings expressed. This exercise also surfaces a debate as to whether the manager should consult with HR first or attempt to have a conversation with the employee, especially if discrimination and legal issues arise. Participants should be encouraged to identify possible solutions. Below are some strategies in dealing with these circumstances shared by participants: l Recognize the difference between intent and impact. Subordinates look at impact and dominants look at intent. It may not have been the intention for the dominants to discriminate, but those being discriminated against only feel the impact and don't necessarily care about the intent. l Make the human connection and cut through the Dominant/Subordinate differences. This can happen by making the problem a shared problem, not leave it to the subordinate to solve on his/her own. l Learn more about who you are working with and step into the situation of the other. Managers must know what is going on in the experience of their direct reports. Not knowing is a recipe for failure. l Pay attention to how your responses impact others. For example, telling someone to “cool l down” can create more negative reactions. Feelings are facts to the person experiencing them acknowledge the feelings. Just be and not do - give yourself space and time to think if you need it; it is okay to step back. l 135
MODULE THREE MODULE THREE Debriefing Questions in a Large Plenary Activity 6: Promoting Learning and Effectiveness l Purpose To create the space and environment to put into practice the learning and effectiveness paradigm. l l l Instructions 1. Refer Participants to Competency Three [Info Sheet C]: “Actively promoting dialogue, reflection and shared learning about diversity”. Offer a quick review of dialogue skills see Info sheet H, and Module II for more details. Ask participants to practice these skills in the next activity. 3. Ask participants to form an inner circle and an outer circle facing one another. Figure 2 is an example. Ask participants to be honest and open about their opinion towards the questions asked. 4. 5. 6. Facilitator's Tips TIME 30 Min 2. l l Read the first question and give participants 10 minutes to engage in dialogue about the question. After the time is up, ask participants to comment on what they talked about and engage the larger group in a dialogue around the question. Be deliberate about stimulating debate! Ask participants in the outer circle to move one chair down to their left. Read the second question and continue this exercise until you have gone through all questions if time permits. What did you learn from this exercise about what it takes to put into practice the learning and effectiveness paradigm? What did you notice about how we engaged with each other? What was positive? What was negative? What did you notice about how the dialogue skills were used? What exists, or can be created, to promote dialogue such as this at CARE? l l The intent of this exercise is to engage participants in a heated dialogue and to explore what it takes to put into practice the learning and effectiveness paradigm. In most cases, these questions generate a heated debate between participants, especially if they have strong opinions about how CARE is managing diversity. However, if they do not, you may want to explore other questions that can spark a debate. It is essential as participants engage with each other to pay attention to how well they are practicing the dialogue skills and whether their style of engagement is putting into practice what it takes to create a learning and effectiveness environment! You as a facilitator play an important role in surfacing to the group what you are noticing. You must also ensure that all voices are heard and those who become silent are given the space to share what they are thinking. Solicit from participants how they can individually contribute towards building a learning and effectiveness environment in CARE. Figure 2 Below are some of the questions to ask: t Do you think CARE is genuinely committed towards the learning and effectiveness paradigm? t What diversity topic in CARE is particularly of concern to you? Why? t Do you think decision-making adequately takes into account diversity? t What would the learning and effectiveness paradigm look like? 136 137
MODULE THREE MODULE THREE Day II Activity 7: Incorporating Diverse Ideas and Thoughts in Decision-Making Purpose contextual factors. Ask participants what they observe in CARE about how decisions are made. Allow the participants to share their opinion, and ask them what it would take for decisionmaking to fully incorporate the diversity in a team. To utilize the diverse resources available in the team in decision-making. 7. Explain that in any team context it is important to be clear upfront what style of decisionmaking is being used. 8. Explain that the next activity is a laboratory experience for learning, exploring and examining how a manager can manage the diversity of thought and experiences in the room. Instructions 1. 2. 3. 4. Explain that in order to fully benefit from diversity, we need to be able to recognize and utilize the diverse resources within the team TIME 1.5 Hrs Facilitator: “Let's see how we can work in a group, draw out the resources and make sure they are incorporated into the group process to enrich it.” 9. Explain that this day is focused on how to apply what we learned to the work place. Refer Participants to Competency Four and Five [Info Sheet C]: “Promoting diverse representation and broad participation in all group activities” and “Actively seeking and incorporating diverse ideas and thoughts in plans and actions.” Ask for two participants to volunteer as managers, two-four as observers, and four to six as direct reports. The size of the participant group will determine how they are divided. If there are many participants, you can break them into two separate groups. 10. Pass out “CARE's Presence in the Community” scenario sheet G in the appendix to the facilitators manual. Do a quick review of all the lenses that were covered the day before. Do not go over in great detail. Ask participants if they have any reflections or additional questions on each lense. 11. Before beginning the role play, explain that the manager will be holding a consultative meeting with a team of staff. 12. Pull the two managers aside and give them the following instructions. One will play the role while the other observes in the first round. Explain that the manager's role is to manage a consultative decision-making process in no more than ten minutes. The manager should ensure that: v Participants are clear about the decision-making style; v All views are invited; v Various ways of thinking and approaching a situation are integrated; v The task gets done in the allotted time, and produces a good result; v Everyone in the group feels good about being part of the process. 13. The job for the team members is to bring who they really are to the conversation including: v Their experiences and views; v Their natural working styles; v Their approach to achieving tasks; v Their cultural perspectives and approaches. Explain one more lens: The working style lens - Refer participants to a flipchart and/or Info Sheet J. Those who attended the first course should be familiar with this. Go through all four styles briefly, asking participants to identify their personal styles and offer comments about how different work styles can impact working relationships. 5. Refer to the diversity prism (Info Sheet I) that illustrates the many different lenses that a manager and employee should pay attention to when managing teams and group processes. All these different lenses can be used to understand team dynamics and how sometimes these dynamics can influence team effectiveness and the decision-making process. 6. Explain to participants that the next exercise will explore how we manage teams in decisionmaking. A decision-making tool will be used. Refer participants to Info Sheet L: Decision Making Tool in their Participant Workbook. Explain that there are four different types of decision-making processes: 1) Executive ; 2) Consultative; 3) Consensus; 4) Self-Authorized. Briefly explain what each mean and ask participants for an example of each. Go over the four 138 139
MODULE THREE 14. Give the observers clear instructions on what to pay attention to. For example, one observer focuses on one or two lenses: workstyle and culture; while the other focuses on another two: dominant-subordinate lens and how well the decision-making process is being applied. Some questions for observers to consider include: t Was the manager clear on which style of decision-making they were using? t How did you see these lenses manifest in the group discussion? t How well did the manager elicit and manage the resources in the team? 15. Provide the team 7-10 minutes to role-play. Give five minutes for the observers to provide feedback on what they noticed. 16. On the second round, pull the two managers away again, this time instructing the second manager to follow a consensus driven decision-making process, and solicit all ideas and views from the team, and to incorporate the feedback she/he just heard. They also have only ten minutes to do the role play. Give another five minutes for the observers to share what they noticed. 17. 18. Review the Task-Maintenance Info Sheet K to conclude this exercise. This infor
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